Showing 1 – 5 of 5 results.
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Survey of Staff Recruitment, Training, and Professional Development in Early Head Start, United States, 2024 (ICPSR 39334)
Released/updated on: 2025-09-10
Geographic coverage: United States
Time period: 2024-04-01--2024-08-31
The Survey of Staff Recruitment, Training, and Professional Development in Early Head Start (EHS) was a nationally representative survey that described EHS programs' strategies, successes, and challenges to ensure staff meet or exceed the Head Start Program Performance Standards qualification and competency requirements. The survey included questions that asked EHS program staff how they searched for and hired qualified staff and supported staff in their ongoing career development.
Self-published
The Effects of School Finance Reforms on Teacher Salary and Turnover: Evidence from National Data (ICPSR 188662)
Released/updated on: 2023-04-11
Geographic coverage: United States
Time period: 1999-01-01--2016-12-31
In recent decades, parallel literatures have documented the magnitudes and effects of teacher turnover and the impact of state school finance reforms (SFRs). In this paper, we examine SFRs as possible mechanisms to improve teacher salary, turnover, and job satisfaction by using nationally representative data from 2000 to 2016 and leveraging variation in SFR timing. We find that SFRs increased teacher salaries by approximately $4,000 and reduced teacher turnover by three percentage points, on average, though gains in both outcome measures took up to a decade to emerge. We observe larger salary gains among teachers in high-poverty and high-minority school contexts, though declines in their corresponding turnover behaviors were similar to average findings. As policymakers seek to address heightened concerns regarding teacher retention and shortages, our findings suggest targeted salary policies may improve rates of teacher attrition.
Self-published
Teacher Diversity in a Demographically Changing District (ICPSR 121601)
Released/updated on: 2020-10-21
Time period: 2017-09-01--2018-06-30
Collected during one school year from a single district in the northeast United States, the qualitative data in this collection focuses on general attitudes toward diversity and hiring practices in order to gain insight into the processes, obstacles, and opportunities toward increasing teacher diversity. Interviews were conducted with selected district administrators, school leaders, teachers, school staff, and students.
Self-published
Stress in Boom Times: Understanding Teachers' Economic Anxiety in a High-Cost Urban District (ICPSR 119571)
Released/updated on: 2020-05-22
Geographic coverage: San Francisco, California, United States
Time period: 2016-01-01--2018-12-31
Despite growing concern over teachers’ ability to live comfortably where they work, we know little about the systematic relationship between affordability and teachers’ well-being, particularly in high-cost urban areas. We use novel survey data from San Francisco Unified School District to identify the patterns and prevalence of economic anxiety among teachers and assess how this anxiety predicts teachers’ attitudes, behaviors, and turnover. We find that San Francisco teachers have far higher levels of economic anxiety on average than a national sample of employed adults, and that younger teachers are particularly financially anxious. Furthermore, such anxiety predicts measures of job performance and teacher retention— economically anxious teachers tend to have more negative attitudes about their jobs, have worse attendance, and are 50% more likely to depart the district within 2 years after the survey.
Curated
National Longitudinal Survey (NLS) of College Graduates, 1967-1985 (ICPSR 9390)
Released/updated on: 1992-02-17
Geographic coverage: United States
Time period: 1967-01-01--1985-12-31
This collection is based upon data from three national longitudinal surveys administered by the United States Census Bureau and is intended for research into career histories and decisions of young men and women who graduated from college between 1967 and 1985. Several research questions are explored including the following: (1) Who, among college graduates, entered teaching? (2) Of those who entered teaching, who stayed, and for how long? (3) What do teachers do when they leave teaching and from which occupations are they most likely to return to teaching? (4) Do the career patterns of teachers and potential teachers differ by race, gender, age, college major, or IQ score? (5) Have there been changes in teacher career patterns over time? This data file contains 154 variables in four categories: individual characteristics (birth year, race, IQ score, Armed Forces Qualifications Test, gender, and dependents), educational characteristics (year of graduation, major field of study), employment characteristics (employment status, job, job status, salary), and teaching status (whether the graduate taught within five years of graduation, year began teaching, career status, length of first teaching job, year left teaching, reason for leaving teaching, second teaching job length, year returned to teaching).